Kajian Tindakan: Unfolding Body Mind And Exploring Motivational Theories To Arouse Interest Among Pre-University Students In The Classroom Activities In Learning MUET

UNFOLDING BODY MIND AND EXPLORING MOTIVATIONAL
THEORIES TO AROUSE INTEREST AMONG PRE-UNIVERSITY

STUDENTS IN THE CLASSROOM ACTIVITIES
IN LEARNING MUET

Sharifah Aini binti Abdullah Sani

ABSTRACT

MUET subject currently is important as the requirement for varsities entrance in
Malaysia. Therefore, the purpose of this action research are to have an insights
on how Body Mind method and motivation theory arouse the interest of pre-
university students in the classroom activities in learning MUET. There were 3
different focuses in data collection which were divided into pre-survey and post
survey carried out to find the reasons why the students need motivation to capture
and arouse their interest in learning the subject. Academic journals on the issue
were referred to expand the researcher findings and to strengthen the discussion
of Body Mind and motivational theories related to the problems arise in learning
MUET. The objective of the action research is to identify selection of activities
that aroused student’s interest in learning MUET and student’s perceptions after
Body Mind and Motivational theories used in learning activities in classroom.
Future action research is highly recommended with more data collection and
more activities selected to identify the effectiveness of Body Mind and
motivational theories use in learning MUET among pre-university students in
classroom activities.

1.0 INTRODUCTION

In this action research, the researcher will highlight how motivation effects the
behavior and interest in learning the subject. In recent years as MUET teacher, various
teaching methods have been applied in making the subject as fun learning. From the
survey on the level of difficulties rates by respondents in Listening, Speaking, Writing
and Reading components revealed the factors that hindered student’s academic
performances in MUET. Therefore, the researcher had conducted different types of
survey questions which are the level of difficulties rates in 4 skills and also student’s
interest in activities in listening, reading, speaking and writing to have an insights on
the student’s interest and their level of motivation during learning MUET. To arouse
the student’s motivation the researcher applied the technique of Unfolding Body Mind
in classroom activities in learning MUET.

According to Seifert and Sutton, ‘motivation is not as something ‘inside’ a
student driving the student’s behavior, but as equivalent to the student’s outward
behavior’. They explained that sometimes teachers limit themselves in distinguishing
between inner motivation and outward behavior. Seifert and Sutton believe that,
motivation is not limit to only behavior but also self- motivation or within individual.

2.0 RESEARCH BACKGROUND

SMK Sungkai is enrolled as outskirt school with rated as a band 4 school in Batang
Padang, Perak. It is categorized as a rural school with only 52 Upper Six students in
2020. It was found, majority of the students involved in the research with C and D
grading in SPM level. In general, it was found that during their study in lower six
majority of them showed low level of interest in MUET learning activities due to
language barrier and their limited understanding of MUET format.

3.0 REFLECTION ON PAST LEARNING ACTIVITIES

In Semester 1, all 18 out of 18 students scored band 2 and band 1 due to lack of basic
understanding of the MUET papers. This was due to their weak understanding of the
different formats from their experienced in English paper in SPM level. With only
16.66% students scored band 3 (3 students), 72.22% with band 2 (13 students) and
with 11.12% (2 students) with overall band 2 and 1 of 83.33% (15 students). It is
undeniable that the lack of basic understanding of the different format from SPM
whereby majority of the students were in shock to find that it is a difficult subject
which had also demotivated them in learning the subject.

The researcher had to put aside their SPM grading to point out to the major
concern in learning MUET due to what the researcher has always believe that
motivation plays major role in helping my students to score higher band because it was
seen that they enjoyed the activities which motivates them rather than having their
poor grades in SPM as the main reason as one the alternative to have rejoice learning
activities to enhance their motivation.

4.0 STATEMENT OF PROBLEM

It was seen majority of the students have no interest at all in their Semester 1 learning
the subject resulted to the lowest score which is band 1 and band 2 at 83.33% with
total of 15 students in trial 1 examination. Apart from their weak level grades of the
past SPM result, it was found that majority of the students had no interest in learning
to different skills in MUET. The researcher conducted a survey questions to find their
own opinion which mirror their academic performance in MUET score in Semester 1.
The survey divided into 3 level for each listening, speaking, reading and listening
component to find out the rating of difficulties in selected activities nominated for each
skills as well as the survey of students’ interest in the activities to find relevant reasons
to poor academic performance in MUET.

As according to Barbara Fuller’s “students assign various meanings and attitudes
to academic activities – personal meanings and attitudes that arouse and direct their
energy in different ways”. I agree to the above researcher due to evidence found in
survey carried out as well as improving band evidence in Semester 2 and Semester 3
(Trial 2 and Trial 3).

5.0 RESEARCH OBJECTIVES
5.1 General Objective
This research aims to arouse motivation of 18 out of 18 students of 6AIK in all
components in MUET learning activities to improve their score and band in Semester
3 (Trial 3).

5.2 Specific Objectives
5.2.1 Identify the level of difficulties rates by the students in all MUET
components in the learning activities.
5.2.2 Identify the activities to attract student’s interest in the learning
activities in MUET components.
5.2.3 Use Body Mind and explore motivational theories in the learning
activities of all component in MUET as strategy to enhance fun learning in the
classroom.

6.0 LIMITATION
6.1 Apply Body Mind and Motivational theories in enhancing motivation among the

students with behavioral performance and not in intellectual performance.

7.0 RESEARCH RESPONDENTS
The respondents of 18 out of 18 students of 6 Atas Ibnu Khaldun 2020. The class
comprises of 7 males and 11 females aged of 19 years old with mixed level of
proficiency in English, scoring between A- F in their 2018 SPM English paper. Based
of Semester 1 Trial 1 examination result, only 3 of them scored band 3, 3 scored band
2 and 2 had scored lowest as in band 1. As an overall view, the above scored showed
2 categories of students which are Modest and weak categories. None had achieved
band 4 or band 5 in the Semester 1 Trial 1 examination conducted.

8.0 METHODOLOGY
This action research will be conducted in accordance to below phases :

• Planning
• Implementation of actions
• Observation
• Reflection

8.1 Planning
8.1.1 Identification of problems
• Observation of the students’ interest and motivation in their learning
activities of all components in MUET.
• Conducting 2 survey questions specifically to analyses the students’ interest
in learning MUET.

8.1.2 Analysis and interpretation of data
Data is collected through observation, 2 pre-treatment survey questions and post-

treatment survey questions. The focus of the survey is to find the rating of

difficulties level in learning all component which had hindered the
student’s interest and also to determine Body Mind and motivational
theories to enhance learning activities in the classroom.

8.1.3 Planning of Actions
• The chosen learning activities carried out.
• Analysis, observations and reflections are carried out 3 times as to identify

student’s reactions on the activities that arouse their interest and
motivation.
• Carried out the survey of student’s opinion upon MUET subject.

9.0 IMPLEMENTATION OF ACTIONS
The proposed learning activities will be carried out includes:

9.1 Body Mind and Motivational Theories
According to B.F Skinner (1938,1957) of Operant conditioning is the method that
researcher inculcate in delivering My-Tech and Fit techniques based motivational
activities in the classroom. The researcher had ‘blended’ the above theory with the
components in each skills to pursue interesting activities and also fun activities in
classroom. In order to arouse learner’s interest each activity inculcate more on
physical exercise in the stages of introduction, during and after the activity.

In contrary, according to Pennington (2010), ‘ …the connection between
research on brain function and the capacity for learning due to participation in
performing arts and physical activity. The ability to differentiate the data based on
student kinesthetic interests and abilities, or the lack thereof, was necessary to analyze
the results accurately. Defining and categorizing students by their kinesthetic
perspective was done through several components of the student survey’.

As according to Pennington, there are connection between the brain and the
capacity of participation which involve the physical activity in an effective learning
activities in classroom. The above statement supported the action research findings
whereby the combination of mind and body are essential to create meaningful
experience in learning activities in the classroom. Learning MUET will be more
interesting and meaningful if the students feel motivated and less stress during the
lesson. Learning can be fun by incorporating mystery elements each time the teacher
enter the classroom. The learners should be in a ‘loose’ ‘relax’ and ‘laughing’
condition before they can join the activities with an open mind.

9.2 Using Technology or mobile phone

As we are moving forwards whereby information in our finger tips, therefore teacher
need to use technology in making the learning activities enjoyable. Majority of the
students have their access to at least one mobile phones and this is privilege given to
form six students. Activities for reading and writing in this action research involved
the use of mobile phone to search information and also to participate in the classroom
activities. Most of the time, the researcher asked the students to goggle and search for
Q and A session and create a mind map using the information gathered in groups as
well as individual. It was found that, the students showed interest upon topic or issue
discussed and were able to deliver facts and opinion based on their readings from the
materials online.

9.3 Interactive activities using basic Physical Exercise

Pennington in her dissertation, proposed Kinesthetic Grammar activities that was
applied in allotted amount of time in the classroom activities. It was found that the
particular activities provide movement opportunity for the students but in an organized
and proper manner and it was validated by the groups of experts in education field.

In the action research, the researcher also applied interactive activities which
basic Physical Exercise which was ‘Jumping Jack’. At first, when it was introduced
some of the students were shy and intimidated by the activity because they felt it was
a punishment. However, after 3 weeks the student’s started to enjoy the activity and
lighten up when they were instructed to do activities. The researcher also had observed
changed in behavior and improved band in the second trial examination.

10.00 REFLECTION

Reflection on each phase is to be carried out and documented to identify the
effectiveness of motivation theory on student’s interest of the research action taken.
The reflection consists of each 4 components in MUET learning activities. In general,
reflection is carried out when the whole assessment of the target group is completed.

11.00 DEFINITION OF TERMS
Unfold – open/spread out form a folded pattern
Body Mind – an approach to understand the relationship between the human
body and mind where they are seen as a single integrated limit. It attempts to
address the mind – body problem and results the western traditions of mind.
Behavior – the way in which one acts or conducts oneself especially towards
others.
Rates – measure or quantity
Situational – relating to or dependent on a set of circumstances or state of
affairs.
Interest – the feeling of wanting to know or learn about something or someone.
Attribution – the action of regarding something as being caused by person or
thing.

Self-efficacy – is according to psychologist Albert Bandura who originally
proposed the concept, a personal judgment of ‘how well one can execute courses
of action required to deal with the prospective situations’.

12.00 SIGNIFICANCE OF THE STUDY
The findings of this action research are submitted to:
The school and Batang Padang District Officer on 9 November 2020.

13.00 IMPLEMENTATION OF RESEARCH ACTION

13.1 Identification of problem

In Semester 1, the priority in teaching MUET was to introduce the format which make
my students kind of in a ‘blurry’ situation. This is due to limited understanding on the
MUET format where there are totally different from SPM level. Therefore, the
intention is to introduce and arouse my student’s interest in the subject. It was found,
majority of the students feel that the subject need their upmost focus in learning the
subject. The most ‘terrifying’ moment in general for most of the learners were
speaking skills as they feared of standing in front of audience to deliver impromptu
speech compared to other skills in learning MUET.

Apart from their low motivation in learning the subject, the researcher also
observed that during my lesson some of the learners were yawning and in lethargic
condition. There were signpost given during the observation which shows lack of
motivation and also produced less attention and bored during the lesson. However,
the behavioral were yet not the intention of negative responses in my classroom. Apart
from that, the researcher observed that their lack of motivation is due own perception
that learning English is difficult.

After verbal interviews in random, the researcher found that majority of the
students were lack of motivation in learning MUET due to their prior experienced in
learning English. It has been a mind boggling to me as the students showed lack of
interest in the beginning of the lesson. At this point, the researcher realized that
something to be done and find solution to arouse their interest in learning the subject.
A survey was carried out to the whole class discussion or verbal Q and A session about
the ‘fear’ in learning MUET as the researcher’s first attempt to get first impression
from the students.

In relation to above discussion, the researcher had carried out 4 simple activities
of each skills to determine the area of weaknesses that hindered learner’s motivation
and interest in learning MUET. The researcher kept the activities simple to ensure the
students will follow the lead in the introduction of the subject as well as to gain insights
on their problems in learning the subject relevant to motivation, behavior and
situational or conditional.

As to identify the level of difficulties rates by the respondents, the researcher had
carried out 3 levels for each skills which are easy, modest and difficult with selected
activities and objectives to achieve carried out in the classroom during the teaching
and learning session. Students were required to answer by rating the components for
each activities. Apart from that, a survey was carried out on student’s interest of MUET
subject whereby they were required to select option of Agree and Disagree. Another
survey on student’s opinion upon the subject was also carried out in form of
percentages.

14.00 REFLECTION

The researcher had observed that students were making efforts and pay more attention
in making sure to get good band from the beginning and this has showed positive sign
even though they were weak in the subject. As for the researcher, it is always a good
sign if the learners show interest in the beginning because this gives time to plan good
activities in my teaching and learning activities to ensure they get good band in the

MUET examination. In my humble opinion, teachers should arouse their learner’s
interest before they even get into further activities that sometimes will make their
students to be in a boring mood during the lesson.

It was also found that, the second highest percentage on the learner’s opinion
was that they really feel that MUET is fun. Sometimes, it is important to the students
to think that learning is fun as it will lead to higher motivation level in learning the
subject even though if they are weak. The researcher had observed that, students with
high motivation in learning the subject even with poor grading during SPM can score
band 3 and above because they showed interest and motivation during the lesson.
Their motivation helped them to learn in an enjoyable and less stress situation and
condition. Their behavior also had changed from being passive learners to active
learners during the activities in teaching and learning in the classroom.

The survey also showed that, lack of confidence to score band 5 showed by the
learner’s in their opinion relevant to their self-awareness and contribution to the
interest in the subject. As years of experience as MUET teacher, I noticed that to
commit themselves in deserving a band 5 is impossible in the beginning of the lesson.
Only when they had learnt the subject for almost 6 months to claim that they are
targeted to score band 3 and above.

The pre-test clearly shows that the learners have lack of confidence and lack of
motivation even though most of them agreed that MUET is a fun subject which I feels
that there is hope for them to score higher band in MUET.

It was observed, most of the students started to show their interest and with
higher motivation after few weeks after I had started 4 basic activities for reading,
writing, speaking and listening. All of the activities were focused to improve learner’s
motivation as according to situational in classroom.

15.0 ACTION TAKEN

The first action taken was to identify the problem was to carry out two pre-test to 18
respondents which were Survey of Student’s Interest of MUET subject and survey on
level of difficulties in different skills In MUET. As the result in survey carried out on
learner’s opinion gave me an insights to take action to motivate students in scoring
good band as well as based on my readings of 2 online journals, researcher had carried
out surveys questions focusing on specific activities in every components in MUET
teaching and learning activities to have an insights of their interest in types of activities
for each components.

15.1 LISTENING
Survey Of Student’s Interest In Listening Activities

SURVEY OF STUDENT'S INTEREST IN LISTENING
ACTIVITIES

PERCENTAGE

50
40
27.77

66.66

MOCK LISTENING LISTENING TO LISTEN TO ONLINE ACTIVITIES
TECHNOLOGY
TEST OTHER SPEAKER
GADGETS

From the survey in Table 1 shows, the selected activities in listening skill were Mock
Listening Test, Listening To Other Speaker, Listen To Technology Gadgets and

Online Activities. All the activities selected in Table 1 were alternately carried out
from January to August in classroom

Above was a result from a survey conducted to students upon their interest in
listening activities carried out in classroom. The selected of 4 activities were Mock
Listening Test, Listening To Other Speaker, Listen to Technology Gadgets and Online
Activities. Table 1 shows the survey of student’s interest in listening activities in
percentage of 4 activities as mentioned earlier. In general, the highest percentage of
student’s interest in listening activities stated for Online Activities at 66.66% whereas
the lowest stated for Listen to Technology Gadgets at 27.77%. The second highest
percentage stated from the survey of the learners interest was for Mock Listening Test
at 50% compared to the activities of Listening to Other Speaker which is lower at 40%.
In brief as an overall, the students showed highest percentage in the interest in On-line
activities compared to listening to technology gadgets as the listening activities.

In brief, students show interest of On-line activities such as deriving meanings
of difficult words from the Internet whereby they have easy access from their mobile
phones. Every students have their mobile phones and they were allowed to search and
goggle as and feel happy compared to conventional way of using dictionary.
Moreover, the researcher found that using On-line activities had given many benefits
whereby learners had their own spacious and time to manage their own research on
any task given in the subject.

Table 1 : Recall information from stimuli

RECALL INFORMATION FROM STIMULI

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12 14

In table 1 for listening skills, to recall information from stimuli was stated as
modest activity with 12 out of 18 learners agreed whereas 2 out of 18 agreed that it
was an easy activity. Only 4 out of 18 agreed that it was a difficult activity in learning
listening skills.

Table 2 : Select Relevant Details

SELECT RELEVANT DETAILS

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12 14

In table 2, select relevant details was named as modest activity whereas only 2
as an easy activity agreed by the students. 4 out of 18 students agreed that was a
difficult activity in learning listening skills in classroom.

Table 3 : Extract Key Ideas

EXTRACT KEY IDEAS

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12

In the component of extracting key ideas as one of listening activity in
classroom, 10 out of 18 students stated that it was a modest activity and only 3 stated
it was an easy activity whereas 5 out of 18 students stated that it was a difficult activity.

Table 4 : Information Transfer

SELECT RELEVANT IDEAS

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12

The last activity in listening skills was information transfer whereby 11 out of
18 students stated that it was an easy task in classroom. Only a student stated that it
was a difficult activity and with 6 out of 18 students stated it was a modest activity.

15.2 TABLE 3 – SURVEY OF LEARNER’S INTEREST IN SPEAKING
SKILLS

SURVEY OF LEARNER'S INTEREST IN
SPEAKING ACTIVITIES
PERCENTAGE

44.44
50

27.77
66.66

EXPRESS IDEAS POEM SPEECH SING A SONG

Table 3 shows the survey of student’s interest in the Speaking activities with 4 types
of activities which were Express Ideas, Poem, Speech and Sing A Song. Out of all the
4 activities, students were interested in Sing A Song activity at the highest percentage
of 66.66% whereby in contrary, Speech Activity was less interesting at 27.77% rated
by the learners. As for another 2 activities carried out which were Express Ideas and
Poem, activity of Express Ideas shows slightly lower percentage at 44.44% compared
to Poem with 50%. Overall, students show interest in the activity of ‘Sing A Song’
which is most interesting compare to all 4 activities selected in classroom teaching and
learning activities.

It was found that, students most preferred activity in speaking skill was singing
a song even though there were problems noticed when the researcher observed them
during the activity. It was found that, some students were talented in singing a song
and some were shy and lack of confidence. From this particular activity, students
showed good response by preparing and practicing the lyrics before the lesson.

In finding which activities that motivated students in learning the subject, the
researcher had carried out a survey which gave me a ‘close up’ in teaching speaking

skills. There were 4 activities which were developing and organizing ideas, using
varied vocabulary and expressions, giving reasons and also relating ideas and
concepts.

Table 1 : Developing Ideas

DEVELOPING IDEAS

TOO DIFFICULT

DIFFICULT

MODEST

EASY

0 1 2 3 4 5 6 7 8 9 10

In table 1, selected component in speaking skill which was developing ideas
and it was carried out in classroom. It is found 9 out 10 students agree that the activity
at modest. Developing ideas is an activity whereby students expand ideas and prepare
for their individual presentation. Researcher need to prepare before they deliver their
individual presentation as speaking activity in classroom. In this activity a topic is
given and the students were instructed to expand the ideas which they can use surf the
internet and select any information relevant to the topic. A mind map or idea is
organize using details and information taken from the goggle which can be useful to
assist their presentation. Out of 18 students, 6 students agree that it was an easy
activity and 3 students agree that it was a difficult activity.

Table 2 : Giving opinion

GIVING OPINION

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12

In table 2, the focus of the activity was giving opinion as selected activity in speaking
skills whereby 11 out of 18 students agree that this was a modest activity in classroom.
Only 2 out of 18 students agree that this was difficult activity and 5 out of 18 learners.
As overall, majority students agree that this was modest activity for speaking skills.

Table 3 : Expressing agreement and disagreement

EXPRESSING AGREEMENT AND DISAGREEMENT

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0123456789

In table 3, it was found that majority students agree that expressing agreement and
disagreement was difficult activity at 8 out 18 learners. 6 agree that the activity was
easy and only 4 agree that it was modest activity. In my observation, the activity was
not easy due to lack of vocabulary and lack of confidence during their presentation
individual and group activities.

Table 4 : Asking and giving opinion

A

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12

In above table, it was found in the last component of Speaking Skills which was asking
and giving opinion the recorded data shown was 10 out of 18 students found it as a
modest activity whereas equal number of learners whose chose that it was easy and
difficult activity. It was clearly shown that, equal numbers of students had differ
opinion between easy and difficult activity in speaking activity.

15.4 READING SURVEY OF STUDENT’S INTEREST IN READING
ACTIVITIES

SURVEY OF STUDENT'S INTEREST IN READING
ACTIVITIES

PERCENTAGE

44.44
50

27.77
66.66

TEXT REVIEW MIND MAP TEXT ANALYSIS FINDING 'Y'

Above was the survey consists of 4 types of activities in Reading components which
were Text Review, Mind Map, Text Analysis and Finding ‘Y’. It was found that, the
activity of Finding ‘Y’ arouse student’s interest in reading activities as the highest
percentage at 66.66% whereby the lowest was Text Analysis at only 27.77%. It can
be seen, Mind Map aroused student’s interest slightly higher percentage at 50%
compared to Text Review at 44.44%.

In my previous experience teaching this subject, reading skill is a challenging
activity because the researcher had problem in assisting the reading practice without
making them boring and lack of focused. The combination of lack vocabularies, lack
of reading academic materials and difficult text given lead to less attention from the
learners. Overall, it was found that the activity of Finding ‘Y’ was most interesting
activity whereby the students were asked to give reasoning and justification of the
answer and discuss it as open discussion. Students had the chance to analyze each
questions and were able to give good explanation and reasons of the answer chosen.

Table 1 : Extracting specific information

EXTRACTING SPECIFIC INFORMATION

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12

In Reading skills, the component of extracting specific information given in one of the
activities, showed differences in the number of students which majority of 10 out of
18 students put it as a modest activity whereas 3 out of 18 stated it as difficult activity
in reading skills. 5 out 18 students agreed that the activity was a modest activity. The
component was taught in teaching reading skills as it is compulsory skill to improve
student’s capability in finding the main ideas in reading skills.

Table 2 : Deriving specific information

DERIVING SPECIFIC INFORMATION

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12

In table 2, it was found that the students stated 11 out 18 agree that the
component of deriving specific information as modest activity whereas only 2 out of
18 agreed that it was an easy activity in reading skills. Only 5 out of 18 agreed that it
was a difficult activity in learning activity.

Table 3 : Predicting outcomes

PREDICTING OUTCOMES

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12

The component of predicting outcomes as one activity in learning reading skills was
stated to be modest as majority at 11 out of 18 students agreed to it. None found it as
an easy activity with 5 out of 18 students found it as a difficult activity.

Table 4 : Relating ideas and concepts

RELATING IDEAS AND CONCEPTS

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 1 2 3 4 5 6 7 8 9 10

As for the last component in reading skills was relating ideas and concepts with 9 out
of 18 students agreed that it was a modest activity. Out of 18.5 students agree that it
was an easy activity and 4 out of 18 students agreed that it was a difficult activity.

15.4 TABLE 2 – SURVEY OF STUDENT’S INTEREST IN MUET IN
WRITING ACTIVITIES

SURVEY OF STUDENT'S INTEREST IN
WRITING ACTIVITIES
PERCENTAGE

44.44
50

60
66.66

USING STRESS MIND MAP SPELLING INTERNET
BOX

Above was the result on a survey of student’s interest in writing activities. There were
4 types of activities carried out which were Using Stress Box, Mind Map, Spelling and
activity using Internet. It was found that, activity using the Internet peak at 66.66%
according to the survey of student’s interest in writing activities. However, activity of
using Stress Box was at the lowest at 44.44%. The Spelling Activity at 60% higher
compared to Mind Map Activity according to the survey of student’s interest in writing
activities. Overall, the activity using Internet most probably relevant to student’s
access of the information whereby it showed the highest percentage.

In general, it was found that The Spelling Activities which contains of 50 to 100
words twice per had huge impact in giving them an enjoyable lesson. Sometimes,
learners had requested to do spelling activities as their way of releasing their stress in
their daily lesson. When asked, majority of them prefer spelling activities compared to
Stress Box that according to them was more stressful due to difficulties in analyzing
the data in the question.

Table 1 : Developing and organizing ideas

DEVELOPING AND ORGANIZING IDEAS

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0 2 4 6 8 10 12

In writing skills, the component of developing and organizing ideas stated with 10 out
of 18 students agreed that it was a modest activity whereas least number of learners
agreed that it was difficult activity with only 1 out of 18 students. 7 out 18 students
agreed that it was an easy activity due to it was done many of times in the classroom
for writing activity.

Table 2 : Using varied vocabulary and expressions

USING VARIED VOCABULARY AND EXPRESSIONS

TOO DIFFICULT

DIFFICULT

MODEST

EASY
0123456789

The second activity in above table stated 8 out of 18 learners agreed that this was a
modest activity whereas an equal number of learners agreed it was both difficult and
easy activity as using varied vocabulary and expressions as the activity in classroom.

Table 3 : Giving reasons

GIVING REASONS

TOO DIFFICULT

DIFFICULT

MODEST

EASY

0 1 2 3 4 5 6 7 8 9 10

As in the activity of giving reasons, 9 students agreed that it was a modest activity in
writing skills whereas none students find it as an easy activity. 3 students agreed that
the activity was a difficult task in writing activity.

Table 4 : Drawing conclusions

DRAWING CONCLUSIONS

TOO DIFFICULT

DIFFICULT

MODEST

EASY

0 2 4 6 8 10 12

In table 4, out of 18 students, 10 agreed that it was a modest activity whereas only 1
student stated it as a difficult activity. Out of 18, 7 students agree that it was an easy
activity whereby 5 agreed that it was too difficult for them as one of the activity in
classroom.

16.00 Implementation of activities to arouse learner’s interest in classroom

Gathered information from the pre-test and all the activities selected had given an
insight of which activity that related to learner’s interest and motivation in learning the
subject. From the result of the survey, researcher proposed survey 3 to gather the result
of the activities carried out however the focus was changed to more specific areas in
all skills in teaching and learning activities in classroom. Survey 3 was carried out to
identify the rates of difficulties in learning the subject. The researcher had categorized
each area into 4 rates which were easy, modest, difficult and most difficult. Survey 3
was the last stage in my Action Research to suggest further action in my future study.
Using Body and Mind as well as physical activities were combination of various
activities and fitness whereby the students were found to enjoy it during the teaching
and learning activities in the classroom.

The use of mobile phones refers to the use internet source to help them in
learning activities whereby learners collected and selected information and used the
information gathered in task given. It was found that majority of the students were
able to continue and complete task within time allocated. Most of the learners found
that the activities combined with the assistance of gadgets or technology were useful
and aroused their interest in their process of learning MUET.

Apart from that, the above method was profound of fitness and combined with
excitement during the lesson. Students were ask to do ‘jumping jack’ whenever they
started to show signs of lethargic and loosing of interest during the lesson. Most of
the students admitted they enjoyed ‘jumping jack’ because they also felt free to move
around and physically moved their muscles during the lesson. In addition, they were
not ‘cooped’ in the classroom and they felt freedom to move around the class during
the lesson. It was observed during the process doing the ‘jumping jack’ most of the
students were giggling and laughing and showed signs of stress relieved.

Motivation and interest were the 2 elements that are vital to captivate learners
focus during the lesson and from the observation, it was found that majority of the
learners improved their interest and showed positive attitude in completing exercises
and activities carried out in the classroom.

17.0 Post-test reflection

In order to identify activities that can arouse learner’s interest in learning MUET with
my focused on 4 types of activities for each skills in learning the subject. Each
activities aimed to develop student’s motivation each time the teacher entered the
classroom. The researcher had observed the responses as well as documented their
responses according to focused activities selected. A survey was conducted 3rd August
2020 of all 18 respondents completed all the questionnaire given within time allocated.
Below are findings of 4 skills in MUET with 4 areas focused on each skills to show
the student’s responses upon the activities carried out during the teaching and learning
in classroom.

FIGURE 1 : POST-TEST : SURVEY OF STUDENT’S OPINION UPON MUET
SUBJECT

POST- TEST :SURVEY OF 18 STUDENT'S OPINION
UPON MUET SUBJECT 2020

MUET is an important subject 94.44

Percentage Easy to achieve band 5 88.88

Easy to score MUET 11.11

MUET is fun 94.44

0 10 20 30 40 50 60 70 80 90 100
opinion

MUET is fun Easy to score MUET Easy to achieve band 5 MUET is an important subject

The above figure shows the student’s opinion upon MUET subject in percentage. As
an overall, the highest percentage of 18 student’s opinion on MUET as both an
important subject and MUET is fun at 94.44% and the lowest percentage of student’s
opinion as Easy to score MUET at 11.11%. The second highest percentage of student’s
opinion as Easy to achieve band 5 at 88.8%.

Based on above figure, I noticed that majority of the students were aware of the
importance of the subject for them to enter university as they were told in the first
week of their registration. Their opinion were based on their first information they had
gathered during the introductory phase whereby in orientation week they had been told
to get band 2 and above to enter university. As this is parallel to the idea given upon
situational or condition according to Seifert and Sutton ( 2012) which explains highest
percentage of the opinion given by the 18 students on the importance in learning the
subject is due to situational and condition whereby they had been given prior
information about the subject. This has resulted to the awareness and changes in
behavior in making effort to learn the subject.

It was also found, the second highest percentage of learner’s opinion was based
on their perception of easy to score band 5 in the subject as their level of confidence

and motivation to get band 5 with none information on the subject. This was due to
teacher’s encouragement in convincing that they are able to get band 5 if they work
hard. In contrary, learners were found to be aware that it is a difficult subject as the
lowest percentage of their opinion was MUET Is Not Easy with only at 11.11%. In
relation to the result, the researcher was convinced that the learners were aware of the
difficulty level in learning the subject compared to English during their prior years in
Secondary education and they need to level up their effort in learning MUET.

As according to the Head Count in below Figure 1, the application of Body
Mind in the classroom activities showed the number of students who had increased
their performance (band and scores) in 3 trials given.

FIGURE 1 : HEAD COUNT 6AIK MUET 2020 IN
PERCENTAGE

P1

P2

P3

TARGET 10 20 30 40 50 60 70 80 90
0 B4 B3 B2 B1

TABLE 1 PERCENTAGE ACCORDING TO BAND 1 – BAND 6

SCORE TOV OTI1 TRIAL 2 OTI2 TRIAL 3 ETR
NO % NO % NO % NO % NO % NO %
BAND 6 00 00 00 00
260-300 00 00 1 5.56 00 1 5.55 00
BAND 5 00 00 4 22.22 00 9 50.00 3 16.67
220-259 3 16.66 4 22.22 5 27.78 6 33.33 10 55.55 8 44.44
BAND 4 3 16.66 4 22.22 13 72.22 6 33.33 7 38.89 8 44.44
180-219 00 1 5.56
BAND 3 13 72.22 13 72.22 13 72.22 12 66.67 1 5.55 7 38.89
140-179
PASSED 2 11.12 1 5.56 2.33 00 2.55 00
(BAND
3 – 6) 15 83.33 14 77.77 00 00
100-139
(BAND 2.05 2.16 2.33 2.77

2)
0-99
(BAND
1)
FAILED
(BAND
1-2)
GPS

17.0 CONCLUSION

This action research aimed to identify and to test the effectiveness of using interest and
motivation in activities carry out to improve MUET students’ performance and to
explore the influences of motivation and interest using Body Mind and Motivational
theories in learning activities. The survey questions and observations were used and
the approach to be found effective in improving students’ performance in MUET with
the evidence from the Head count for Semester 1, 2 and 3 which shown improvement
in band scored.

The research indicated the need of putting interest and motivation in the
activities carried out to learn MUET. The propose approach of interest and motivation
aimed to improve students’ performance which was emphasized in every skills in
learning MUET. In fact, further research should be carry out in specific skills which is
more focus and with inclusive findings to highlight the importance of inculcating
interest and motivations in learning activities in the classroom.

18.0 REFERENCE
Bandura, A.(1997). Self –efficacy: Toward a unifying theory of behavioral change.

Psychological Review,84,191-215.

ERG motivation theory Alderfer
https://www.yourcoach.be/en/employee-motivation-theories/erg-motivation-
theory-alderfer.php#:text

Kelvin Seifert & Rosemary Sutton (2018). Motivation Theories on Learning-
Foundations of Learning and Instructional Design Technology.
https://lidfoundations.pressbook.com/chapter/student-motivation.

Neeta Mehta (2010).Mind-body Dualism: A critique from A Health Perspective.
https/www.ncbi.nim.nih.gov/pmc/articles/PMC3115289/

Pennington, E (2010). Brain-based Theory. The Incorporation of Movement To
Increase The Learning of Grammar by School Students.
https://www.bartley.com/essay/mind-body-PKCSBDZZVC

Wikipedia.org